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022			_a03098249
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB14.6 JOU
100	1		_aWhittle, Sean _eauthor
245	1	0	_aPhilosophy in schools: _ba catholic school perspective _ccreated by Sean Whittle
264	1		_aLondon: _bBlackwell, _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Philosophy of Education _vVolume 49, number 4
520	3		_aThis article builds on the recent Special Interest issue of this journal on ‘Philosophy for Children in Transition’ (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a different argument in favour of introducing compulsory philosophy lessons into the curriculum. It is explained that in faith schools, such as Catholic ones, there is an additional need or imperative to have compulsory philosophy as part of the curriculum. This is because it serves as an effective way of avoiding the inherent dangers of confessional education, particularly the indoctrination challenge. It is argued that Catholic schools also have some intriguing theological reasons that can be used to justify the inclusion of compulsory philosophy in the school curriculum. It is proposed that when it comes to philosophy in schools there is a distinctive Catholic school perspective. As part of this it is explained why Catholic schools, perhaps more than others, need philosophy to be a compulsory part of the curriculum.
650			_aPhilosophy _vSchools _xSchool perspective
856			_uhttps://doi.org/10.1111/1467-9752.12131
942			_2lcc _cJA
999			_c167743 _d167743